Publicaciones en colaboración con investigadores/as de Universidad Autónoma de Madrid (45)

2023

  1. A Systematic Review of Peer Assessment Design Elements

    Educational Psychology Review, Vol. 35, Núm. 1

  2. Assessment professional development courses for university teachers: a nationwide analysis exploring length, evaluation and content

    Assessment and Evaluation in Higher Education, Vol. 48, Núm. 4, pp. 485-501

  3. University students’ strategies and criteria during self-assessment: instructor’s feedback, rubrics, and year level effects

    European Journal of Psychology of Education, Vol. 38, Núm. 3, pp. 1031-1051

2022

  1. Assessment design decisions in practice: Profile identification in approaches to assessment design

    Assessment and Evaluation in Higher Education, Vol. 47, Núm. 4, pp. 606-621

  2. University classroom. Influence of motivational climate and teaching style on students' self-regulation and performance

    Revista complutense de educación, Vol. 33, Núm. 3, pp. 399-412

2021

  1. Assessment from a disciplinary approach: design and implementation in three undergraduate programmes

    Assessment in Education: Principles, Policy and Practice, Vol. 28, Núm. 5-6, pp. 703-723

  2. Classroom Motivational Climate in Higher Education: Validation of a Model for Assessment

    International Journal of Instruction, Vol. 14, Núm. 2, pp. 685-702

2020

  1. A Transitional Year Level to Higher Education: Challenges, Experiences and Self-regulatory Strategies during the Final Year of the University Preparatory Level

    ESE: Estudios sobre educación., Núm. 39, pp. 109-133

  2. Development and validation of the Teaching Styles Inventory for Higher Education (TSIH)

    Anales de psicología, Vol. 36, Núm. 1, pp. 143-154

  3. Regulating emotions and learning motivation in higher education students

    International Journal of Emotional Education, Vol. 12, Núm. 2, pp. 73-89

  4. Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender

    Assessment in Education: Principles, Policy and Practice, Vol. 27, Núm. 6, pp. 607-634

2019

  1. An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading

    Assessment and Evaluation in Higher Education, Vol. 44, Núm. 8, pp. 1253-1278

  2. Assessment in Bologna context from the teaching perspective, similarities and differences between disciplines

    Revista Infancia, Educación y Aprendizaje, Vol. 5, Núm. 2, pp. 456-462

  3. Peer assessment effects on the self-assessment process of first-year undergraduates

    Assessment and Evaluation in Higher Education, Vol. 44, Núm. 6, pp. 920-932

  4. Spanish university assessment practices: examination tradition with diversity by faculty

    Assessment and Evaluation in Higher Education, Vol. 44, Núm. 3, pp. 379-397

  5. Turning self-assessment into self-feedback

    The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners (Palgrave Macmillan), pp. 147-163

  6. Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement

    European Journal of Psychology of Education, Vol. 34, Núm. 3, pp. 535-557

2018

  1. Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills

    European Journal of Psychology of Education, Vol. 33, Núm. 1, pp. 75-99

  2. Autoevaluación y autocalificación en el grado en ciencias de la actividad física y del deporte: Estudio censal de las guías docentes

    Profesorado: Revista de curriculum y formación del profesorado, Vol. 22, Núm. 3, pp. 163-182

  3. Developing evaluative judgement: A self-regulated learning perspective

    Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work (Taylor and Francis), pp. 81-89